NEA President Reg Weaver In the Media

NEA President Reg Weaver actively promotes the Association's message by providing commentary on important education issues of the day. Here are samples of those efforts. These are updated constantly, so please check back regularly.

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Is Merit Pay for Teachers A Good Idea?

"--Merit pay is presented as a daring attempt to infuse public schools with the best practices from business and industry. Yet enthusiasm with the concept far outpaces the data supporting its effectiveness.

--In fact, merit pay has been touted as a panacea for what ails public schools for several generations. The reason it isn’t already in place all across the country is that it doesn’t work. It does nothing to improve teaching and learning, it makes teachers competitors rather than collaborators, and it takes the focus away from doing what we know does work — paying every teacher a living wage commensurate with their training and experience, says NEA President Reg Weaver."

Ripon Forum
June/July 2008

Pushing Open the Door of Opportunity

"When Albert Einstein was a child, he was so slow in learning to speak that his parents consulted a doctor. There are many children in our schools today who have the potential to contribute great things to our nation, but we can't tell who they are on the basis of standardized tests in one or two subjects," says NEA President Reg Weaver.

The Daily Voice op-ed contributor 
May 19, 2008

Shaky Economy Calls for Firm Commitment to Education

"This presidential campaign has been going on for a long time, and there is still a long way to go. As voters, we can't sit back and passively wait to be stupefied by an onslaught of advertising. We must demand that the candidates articulate their vision for public education in the 21st century," says NEA President Reg Weaver.

The Daily Voice op-ed contributor
March 18, 2008

In Our Schools: Educators' Weigh In

"N.E.A. members are participating in the political process as delegates to the Democratic and Republican conventions to bring the voices of educators into the debate. If we are a wild card in this presidential race, it's only to the extent that the major candidates have yet to articulate their long-term vision for guaranteeing a great public school education for every child," says NEA President Reg Weaver.

The New York Times letter-to-the-editor
March 18, 2008

Parents Must Become More Active in Education Process

"Ask any teacher what they want, and they'll tell you: more parental involvement," says NEA President Reg Weaver. He outlines how educators can connect with parents "so they can see that we, like them, are dedicated to their children succeeding."

Business First of Louisville opinion page
Jan. 18, 2008

Weaver: Educators Must Be Heard on NCLB

On No Child Left Behind, NEA President Reg Weaver challenges The Washington Post to give voices from the classroom the same prominence as politicians and pundits.

The Washington Post letter-to-the-editor 
Dec. 1, 2007

Reject Federal Pay Plan in NCLB Draft

In draft language to reauthorize the No Child Left Behind Act, the House Education and Labor Committee proposes a federal mandate that ties teacher compensation to student test scores. In this opinion piece, NEA President Reg Weaver rejects this proposal and calls for federal dollars to be invested in competitive salaries for all teachers, quality professional development, and better working conditions.

USA Today Opposing View
Sept. 13, 2007

No Child Left Behind Needs Improvement

In the New York Times, NEA President Reg Weaver clarifies the Association's position on No Child Left Behind as the House Education Committee issues draft language for the law’s reauthorization.

The New York Times letter-to-the-editor
Sept. 10, 2007

What Will It Take to Truly Leave No Child Behind?

With the House Education Committee beginning hearings on the No Child Left Behind Act's reauthorization, NEA President Reg Weaver offers his views on the legislation and what might improve it.

The Washington Post opinion page
Sept. 10, 2007

NCLB Mandates Give Key Subjects Short Shrift

With school administrators under pressure to improve test scores in reading and math, other important subjects – like history, social studies, art and music – are pushed to the back burner. In this opinion piece, NEA President Reg Weaver says these subjects build critical thinking and problem-solving skills, and cautions against narrowing the curriculum.

USA Today Opposing View 
Aug. 6, 2007

Education in the 2008 Election

The campaign for the 2008 presidential election is well underway – but where is the national discussion on public education? In an opinion editorial, NEA President Reg Weaver urges voters to learn where the candidates stand on issues that will shape our future—starting with public education.

Athens (GA) Banner-Herald 
May 14, 2007

2007 the time to fix flaws in No Child Left Behind Act

NEA President Reg Weaver advocates for a positive agenda for improving ESEA’s No Child Left Behind law so it can truly achieve the goal of giving every child a quality education.

Tucson Citizen guest opinion
February 1, 2007

To boost students and teachers, steer clear of merit pay on the road to reform

NEA President Reg Weaver advises policymakers to steer clear of merit pay on the road to reform in an opinion editorial published in The Christian Science Monitor.

Christian Science Monitor guest opinion
Nov. 13, 2006

Sounding the alarm on the dropout crisis in urban communities

In the Chicago Defender, the nation's largest Black daily newspaper, NEA President Reg Weaver presents a comprehensive plan to reduce dropouts and turn the tide on this silent epidemic.

Chicago Defender guest editorial
Oct. 11, 2006

Curbing dropouts by raising the exit age

With 30 percent of high school students slipping through the cracks of our educational system, educators and political leaders are looking for solutions. In an opinion editorial published in several daily newspapers, NEA President Reg Weaver says one answer worth exploring is making a high school diploma or its equivalent mandatory for all students below the age of 21.

The San Diego Union-Tribune op-ed
Oct. 6, 2006

Setting the Record Straight

NEA President Reg Weaver clarifies the Association's political and union activities in The Hill, a leading news provider for policymakers and opinion leaders in Washington, D.C.

The Hill letter-to-the-editor (scroll down to second letter)
Oct. 3, 2006

Education Funding for All, Not Some

In the New York Times, NEA President Reg Weaver speaks out on the issue of "weighted school financing," a misguided proposal for funding the nation's public schools.

The New York Times letter-to-the-editor
July 4, 2006

NEA Wants to Work With the Candidates

Wall Street Journal (paid subscription required) Letters-to-the-Editor
July 16, 2007; Page A11

Your editorial " Obama's School Uniform," July 9, unfairly and inaccurately characterized Sen. Barack Obama's address to the National Education Association recently.

As the nation's largest organization of educators, we invited every presidential candidate to speak at our convention so that they would have an opportunity to seriously address the issues affecting public education in the United States. All of the Democratic candidates, as well as Republican Mike Huckabee, accepted our invitation, and they all offered some interesting ideas.

Our goal was not to enforce "orthodox thinking," but to ensure that education is part of the national debate in the 2008 election. As educators, we hope that debate will center on proposals that have been proven to get results, including smaller class sizes, early childhood education and professional compensation. We don't need any more studies or political experiments -- we need real plans to implement programs that work.

When public officials want to reduce crime, they listen to police officers. When they want to control flooding, they talk to engineers. No candidate should be criticized for promising to work with educators in seeking ways to improve our public schools.

Reg Weaver
President
National Education Association
Washington

November 2006
	President's Viewpoint

Sounding the Alarm
The school dropout crisis has devastating effects on young people. NEA plans to face it head-on.

The statistics are staggering.

According to estimates, about 30 percent of high school students drop out before graduation, meaning about 1 million students fail to graduate from high school every year. That amounts to some 7,000 students who drop out of school each day.

This is a deadly number that is having devastating effects on America's young people, especially low-income and minority students. Only 5 in 10 Black and Hispanic students graduate on time with a standard diploma, and less than one-half of American Indian and Alaska Native students complete high school.

What happens when Johnny and his friends drop out of school? Studies show that each class of high school dropouts costs the nation more than $200 billion in lost wages and tax revenues, as well as spending for social support programs. High school dropouts have an earnings disadvantage that tends to remain with them throughout their lives. Without the required education to obtain a good-paying job, high school dropouts often face a bleak future. Among inmates of state and federal prisons, the majority failed to complete high school.

So what is the answer? Team NEA, we must face this problem head-on.

In an effort to refocus our nation on this crisis, we have launched a comprehensive plan to reduce the high school dropout rate. Drawn from a wide range of experience and data, the NEA plan calls for interventions that have been proven to be successful in improving student achievement and decreasing dropouts.

Among our sources was a 2006 study by Civic Enterprises that shared dropouts' insights on why they left school before graduation. They cited a number of factors that would have kept them in school: enhancing the connection between school and work; providing real-world learning experiences; making school more relevant and engaging; and providing more help to struggling students.

We heard their pleas, and our plan addresses these issues and more. Many high school students are falling through the cracks and dropping out, so we will fill that gap by making sure students receive individual attention in smaller classes and learning communities as well as tutoring options during the school day, weekends, and summer breaks.

Our best hope of keeping students in school will require a multi-pronged attack. We will work to provide educators with the training and resources to spot the common dropout indicators: poor grades, poor attendance, poor family support, and lack of interest. We will fight to expand students' graduation options by partnering with community colleges in career and technical fields and with alternative schools so that youngsters have multiple paths to earn a diploma and achieve success.

And we will act early. Children at risk need to be identified at a young age-as early as preschool-so that sustained support can be applied. Research shows that success in the elementary grades diminishes the possibility of later dropping out in high school.

Putting our Dropout Plan into action will demand a team approach-the combined efforts of parents, educators, administrators, community-based organizations, businesses, and federal, state, and local governments. There is no one magical, quick-fix remedy to the dropout problem. It is a complex issue that requires a complex array of solutions.

But one message comes across loud and clear from dropouts themselves: we must help youth to overcome their sense of disconnectedness. We have a responsibility to step in and end the "slow disengagement" that leads 16-year-olds to opt out of their basic right to a great public school.

We can turn the tide on this epidemic by executing our plan with a laser-like and purposeful focus. The nation's dropout problem is generating a lot of passionate debate, but let's remember what Mark Twain once said: "Thunder is good, thunder is impressive, but it is lightning that does the work."

Team NEA, I know you can deliver the lightning!

—Reg Weaver

Photo: Rick Runion/NEA

Celebremos el Día Nacional del Maestro -- Todos están invitados

Reg Weaver
Presidente, NEA

El sueño americano no es una garantía de éxito sino la oportunidad de ser exitoso.  Esa es la promesa de los Estados Unidos. 
 
Los maestros de escuelas públicas cumplen esa promesa, pasando el conocimiento, las destrezas, los valores y los sueños de una generación a otra.  Los maestros preparados y comprometidos son una parte esencial de la base para excelentes escuelas públicas.  
 
Celebremos el Día Nacional del Maestro en mayo.  Saludemos a los maestros de escuelas públicas por sus contribuciones al futuro de los niños y jóvenes en los Estados Unidos.  Y al futuro de los Estados Unidos. 
 
Alentemos a todos en nuestra comunidad - padres, empresarios, líderes, oficiales electos y vecinos - a festejar a los maestros y al trabajo que hacen.  Celebremos. Y participemos.  Comencemos una celebración para los maestros en nuestras escuelas públicas del área.  Agradezca profundamente a sus maestros.  Ayude a que cada día sea el Día Nacional del Maestro. 
 
Visite NEA.org para aprender todas las cosas que puede hacer para festejar y agradecer a los maestros durante todo el año.  Llame a su escuela pública hoy y ofrézcase para hacer trabajo voluntario.  No creerá la gran bienvenida con que será recibido.   
 
 

Celebrate National Teacher Day -- Everyone's Invited

Reg Weaver
President, NEA

The American Dream is not a guarantee of success but the opportunity to succeed.  That's the promise of America.

Public school teachers keep that promise, passing on knowledge, skills, values and dreams from one generation to the next. Qualified and committed teachers are a critical part of the foundation for great public schools. 

Celebrate National Teacher Day in May. Salute public school teachers for their contributions to the future of America's children. And the future of America.

Encourage everyone in your community -- parents, business leaders, elected officials and neighbors -- to celebrate teachers and the work they do. Celebrate. And participate. Start a celebration for teachers in your local public schools. Shower your teachers with well-deserved thanks. Help make every day National Teacher Day.

Visit NEA.org to learn all of the things you can do to celebrate and thank teachers all year long. Call your local public school and volunteer today. You won't believe the big welcome you'll get.

Devolviendo la magia de los libros a los estudiantes  de la costa del Golfo

Reg Weaver
Presidente, NEA

Fue el mayor desastre natural en la historia de los Estados Unidos. Katrina y sus hermanas no demostraron ninguna piedad. Tantas cosas fueron arrancadas...ciudades y pueblos, casas y negocios, vidas.

Katrina incluso pareció estar decidida a destruir las ideas y el conocimiento, derribando cientos de escuelas públicas y bibliotecas, ahogando millones de páginas de ciencia, historia, arte y literatura en empapados escombros y espeso fango.

Fui a ver lo que quedaba de las escuelas públicas de la costa del Golfo. Como maestro, se me rompió el corazón. Como presidente de la Asociación Nacional de Educación (NEA, por sus siglas en inglés) vi el largo y difícil camino que nos esperaba.

El pasado y el presente como estaban escritos pueden haber sido destruidos en estas tormentas, pero no el futuro. El año pasado, la NEA contribuyó un millón de dólares para ayudar a los estudiantes y los maestros de las escuelas públicas de la costa del Golfo para ayudarlos a comenzar a reconstruir sus vidas.

Y este año, los 2.8 millones de miembros de la NEA no olvidaremos nuestro compromiso continuo con la gente que vive a lo largo de la costa del Golfo. Es

por esto que la NEA ha lanzado "Books Across America", una campaña nacional para reabastecer los estantes de las bibliotecas y los salones de clase, con los millones de libros que necesitan desesperadamente, para comenzar a enseñar y a aprender otra vez, para volver a tener esperanza.

Junto con los aliados de la NEA, Libros Primero, la Fundación del Corazón de los Estados Unidos y la Fundación de la NEA, millones de personas en Estados Unidos están participando de "Books Across America". Únase a nosotros. Ofrezca su tiempo como voluntario. Organice una campaña de recogido de libros. Compre un libro para un niño de la Costa del Golfo. Haga una contribución, Ayude a recaudar fondos para más libros. Visite nuestra página Web, www.nea.org/booksacross para conocer que más puede hacer.

Ayude a "Books Across America". Nuevos libros ayudarán a los niños de la costa del Golfo a que vuelvan a leer y ayudarán a que las escuelas sean excelentes para todos.

Es su derecho básico. Y nuestra responsabilidad.

Bring Back the Magic of Books to Gulf Coast Children

Reg Weaver
President, NEA

It was the biggest natural disaster in American history. Katrina and her sisters showed no mercy. So much was just swept away. Cities and towns, homes and businesses, lives and livelihoods.

Katrina even seemed bent on destroying ideas and knowledge, knocking down hundreds of public schools and libraries, drowning millions of pages of science, history, art, and literature in soggy rubble and thick mud.

I went to see what was left of the Gulf Coast's public schools. As a teacher, it broke my heart. As president of the National Education Association, I saw the long, hard road ahead.

The past and the present as written may have been destroyed in these storms, but not the future. Last year, NEA contributed one million dollars to help Gulf Coast public school students and teachers begin rebuilding their lives.

And this year, 2.8 million NEA members will not forget our continuing commitment to people who live along the Gulf Coast. That's why NEA has launched Books Across America, a national campaign to restock public school library shelves and classrooms with the millions of books they need desperately to start teaching and learning again, to start hoping again.

Along with NEA's partners, First Book, The Heart of America Foundation and The NEA Foundation, millions of Americans across the country are participating in Books Across America. Join us. Volunteer some time.

Organize a book drive. Buy a book for a Gulf Coast child. Make a contribution. Help raise funds for more books. Just go to our Web site at www.nea.org/booksacross to learn what you can do.

Join Books Across America. New books will get Gulf Coast kids reading again, and help make great public schools for every child.

It's their basic right. And our responsibility.

Congress Strips Billions from Public Education

Reg Weaver
President, NEA

It's easy to "talk the talk," but it's a little more difficult to "walk the walk."  Just days before Christmas, members of Congress conducted the worst assault on public education in American history. Both the House and Senate passed bills cutting education funding for the first time in a decade. From slashing student aid and record-setting cuts to the so-called 'No Child Left Behind' (NCLB) Act to the first taxpayer-funded, nationwide voucher program, in the guise of hurricane relief, members of Congress demonstrated that they don't have much regard for the education of our children and America's future.

At a time when we need stronger commitment to public education and more investment in our children, both the Senate and House retreated. They all talk about supporting education, but their actions clearly indicate that it's just talk.

For example, many members of Congress praise the No Child Left Behind Act when they're on the campaign trail, but they approved a $1 billion reduction in funding for the Act. Congress also said yes to a $7 million reduction in funding for special education.

A great public school is a basic right for every child, but the irresponsible actions of the U.S. House and Senate seriously jeopardize that right. Please join the members of the National Education Association and let members of Congress know that voting Americans demand more than talk when it comes to supporting public education, we expect actions that back the talk.

American Education Week 2005

A Celebration of Public Education

Reg Weaver
President, NEA

This November 13-19, millions of Americans will join the National Education Association (NEA) to celebrate American Education Week. It's our chance to honor our nation's educators and reaffirm the belief that all of America's children, regardless of family income, ethnicity, color, or where they live, have a basic right to attend great public schools.

This year's theme "A Strong America Starts with Great Public Schools," reflects NEA's belief that, since 90 percent of our students attend public schools, we must all work together to provide children the opportunity to learn and achieve in the 21st century.

From American Education Week "House Parties" to discuss important education issues, to "Invite Parents to School Day" to emphasize the importance of parental involvement in children's education, this year's nationwide week-long event has plenty of opportunities for you to get involved. Help us salute America's dedicated education professionals.

Visit www.nea.org/aew to download NEA's toolkit of ideas, resources, and promotional materials and learn how you can join in the celebration.

Las Etiquetas No Ayudan a los Niños a Aprender

Reg Weaver
Presidente, NEA

La temporada de exámenes estandarizados en las escuelas se está transformando en la temporada de las etiquetas injustas puestas en nuestras escuelas públicas. El Departamento de Educación de los Estados Unidos está primero en la fila, diciéndoles a los padres en todo el país que sus hijos y sus escuelas han reprobado los requisitos de la ley "Que Ningún Niño Se Quede Atrás" ("No Child Left Behind," en inglés).

Ya nombradas en la lista de escuelas reprobadas hay unas 11,000 escuelas públicas que están perdiendo fondos federales y control local por culpa de estas etiquetas.  Se estima que miles más de escuelas van a estar en esta lista antes de que empiece el próximo año escolar.  Todo esto va a occurir mientras el gobierno federal, increíblemente, está cortando fondos educacionales para la mayoría de las escuelas.   Justo en el momento que se supone que estas escuelas necesitan más ayuda, el gobierno federal dice que les va a dar aún menos.

Para poner esta situación ridícula en perspectiva, las siguientes son algunas verdades sobre las etiquetas que el gobierno federal ha puesto en las escuelas públicas bajo la ley "Que Ningún Niño Se Quede Atrás":

Las etiquetas son arbitrarias y no significan nada.

Hace sólo unas semanas, Margaret Spellings, la Secretaria de Educación de los Estados Unidos, cedió ante el pedido del estado de Florida por más "flexibilidad" en como el estado categoriza las escuelas como "reprobando" o "progresando."  Esta decisión fue tomada después de que apenas el 23 por ciento de las escuelas de Florida alcanzaron el estandar requerido por la ley de educación federal.

El diario de Tallahassee describió la action de la Secretaria de Educación como "una maniobra" que de repente cambió las etiquetas de aproximadamente 400 escuelas de Florida.  No fueron ni los exámenes ni los puntajes de los exámenes los que cambiaron.  Al contrario, la Secretaria estaba haciéndole un favor al estado.   Este tipo de cambio no ayuda a ningún padre a aprender lo que es el nivel académico de su hijo, y sólo siembra confusión y demuestra lo subjetivas que son estas calificaciones. 

Las etiquetas son dañinas para las escuelas y los niños.

Sabemos que bajo la ley federal, hay 37 maneras diferentes en que una escuela puede ser castigada con una etiqueta de "en necesidad de mejoramiento."  También sabemos que para muchas comunidades, esta etiqueta significa fracaso.

A pesar de que hay muchas maneras en que la etiqueta de "reprobando" puede ser puesta en una escuela, solamente hay unos pocos métodos permitidos por la ley para arreglar los problemas de las escuelas.  Esto simplemente no tiene sentido.  Los fondos federales son más restringidos cuando las escuelas tienen etiquetas, lo que hace aun más difícil para las escuelas contratar a maestros que enseñen a leer, por ejemplo.

Las etiquetas no ayudan a los estudiantes a tener éxito en la escuela o en la vida.

La falta de claridad que caracteriza estas etiquetas sólo llega a confundir a los padres de familia y desmotivar a los maestros, directores de escuela y otros empleados de la misma.  Además, esto resulta en que las escuelas pierdan fondos escasos para usar en clases y proyectos que realmente ayudan a los estudiantes a aprender.

Se estima que el estado de Connecticut tuvo que pagar $8 millones de dólares al año para desarrollar y administrar el sistema de exámenes y etiquetas requerido por el gobierno federal.  Esto significa dólares públicos no invertidos en las cosas que hacen una diferencia como los tamaños de clase reducidos, los maestros de alta calidad y los materiales actualizados para la sala de clase.  Las inversiones en reformas exitosas, y no en las etiquetas, van a hacer una diferencia en el aprendizaje de los estudiantes.

Labels Don't Help Children Learn

Reg Weaver
President, NEA

The season of high-stakes standardized tests is moving into the season of unfair labels slapped on our public schools. The U.S. Department of Education is leading the way by telling parents across the country that their children and schools have failed to meet the demands in the so-called No Child Left Behind law.

Already on the failing schools list are about 11,000 public schools that are losing federal funding and local control because of these labels. It's estimated this list will grow by the thousands before the next school year begins. All this will be happening while the federal government is actually cutting education funding for most schools. Just at the time when, according to these labels, schools need more help, the federal government will be giving them even less.

To put the absurdity of the situation in perspective, here are some facts about the federal labels put on public schools by the so-called No Child Left Behind law:

Labels are arbitrary and don't mean anything.

Just a few weeks ago, U.S. Education Secretary Margaret Spellings granted Florida's request for "flexibility" in how the state labels schools as either failing or making progress. This decision was made after only 23 percent of Florida's schools met the standard set in the federal education law.

The Tallahassee paper referred to the secretary's action as "the wave of a hand" that suddenly changed the labels of about 400 Florida schools. It wasn't that the tests or test scores changed. But rather, the Secretary of Education was granting a favor to the state. This doesn't help any parent learn about their child's achievement level, and only causes confusion as to why these labels are put on schools in the first place.

Labels are damaging to schools and children.

We know that in the federal law, there are 37 different ways for any school to get slapped with a "needs improvement" label. We also know that in many communities that translates to failure.

Despite a wide variety of ways for schools to be labeled "failing," there are only a few narrow methods the law allows for fixing schools' problems. This just doesn't make sense. Federal funding becomes more restricted when the labels are put on schools, making it even harder for schools to hire reading teachers, for example.

Labels don't help students achieve success in school or in life.

The lack of clarity that surrounds these labels only manages to confuse parents and demoralize teachers, principals and school employees. Furthermore, it takes away precious school funding from classes and projects that actually help students learn.

It's estimated that it cost the state of Connecticut $8 million a year to develop and administer the federally-required testing and school-labeling system. These are taxpayer dollars that could be invested in things that work like smaller class sizes, high quality teachers and up-to-date classroom materials. Investments in proven reforms and not labeling will make a difference in the way students learn.

Cortes en ayuda para la universidad: ¡Levante su voz!

Reg Weaver
Presidente, NEA

Los niños de este país necesitan a Drew Schnoebelen.

El es un estudiante de cuarto año en una universidad estatal en Idaho que está estudiando para ser maestro de secundaria. Dado que hay una necesidad creciente de reclutar maestros altamente calificados en los Estados Unidos, él será bienvenido en cualquier escuela.

Pero no ha sido fácil para Drew, y para otros estudiantes universitarios como él, sacar sus títulos y empezar a trabajar. De hecho, ha sido más y más difícil para las familias de clase media y clase media baja de conseguir la ayuda financiera necesaria para asistir a la universidad y recibir un título universitario.

En muchas universidades, el precio de las clases ha subido rápidamente - en algunos casos, hay aumentos de más del 10 por ciento en sólo un año. En el caso de Drew, esto significa que él tendrá que pagar $25,000 dólares en préstamos estudiantiles después de su graduación. Eso es mucha deuda para alguien empezando a trabajar con el salario de un maestro recién egresado de la universidad.

Además, el Congreso está debatiendo legislación que podría crear más obstáculos porque cortaría la ayuda federal para la educación superior en el presupuesto de este año.

Sólo en el programa de becas "Pell Grant," un cambio en su fórmula ya significa que 90,000 estudiantes de clase media y clase media baja no recibirían ningún Pell Grant y otros 1.3 millones recibirían una cantidad menor. Esta disminución en ayuda parece ser aún más absurda cuando la cantidad promedio de un Pell Grant es sólo $2,400 - lo que paga sólo por el costo de una porción de un semestre en la mayoría de universidades.

Para mí es increíble que algunos miembros del Congreso hablen por un lado de la necesidad de asegurar que los trabajadores estadounidenses sean unos de los más capaces del mundo, y por otro lado, votan por reducir la ayuda federal a la educación superior.

Cuando el Congreso hace esto no sólo está haciendo daño a la generación de Drew, sino que también está creando un ciclo vicioso para las generaciones por venir.

Sin ayuda federal para los estudiantes, muchas familias de clase media y clase media baja no serán capaces de pagar por la educación superior de sus hijos, lo que hará más difícil para estos jóvenes conseguir un trabajo bien pagado, y lo que hará más difícil para ellos mandar sus propios hijos a la universidad.

El gobierno representativo requiere la participación. A menos que nosotros nos unamos y levantemos nuestra voces, los miembros del Congreso seguirán tomando decisiones que cumplen metas políticas de corto plazo en lugar de metas económicas y educacionales de largo plazo.

Levantemos nuestras voces. Para más información, vaya al centro de acción legislativo de la Asociación Nacional de Educación (NEA) a NEA's Legislative Action Center a www.nea.org.

Mejor diversidad y maestros de calidad

Reg Weaver
Presidente, NEA

El 3 de mayo es el Día Nacional del Maestro, ocasión en la que se honra a los maestros de las escuelas del país.

Todos tenemos expectativas altas para los maestros de las escuelas públicas del país. Queremos que ellos ayuden a los estudiantes a aprender a leer y escribir y a entender las matemáticas y las ciencias.  Queremos que ayuden a los estudiantes a aprender a pensar, a analizar y a crear.  Queremos que sirvan de ejemplo y que enseñen valores como el trabajo duro, el respeto y la responsabilidad. 

Queremos que los maestros se interesen en los alumnos.  Queremos que vean a cada niño nuestro como un individuo, y queremos que adapten su manera de enseñar al estilo en  que nuestros hijos pueden aprender mejor.

Los maestros de las escuelas públicas del país están a la altura que esperamos de ellos en todos estos campos.  Pero cuando se trata de invertir nuestras esperanzas y sueños en lo que hacen los maestros, también deberíamos estar dispuestos a invertir en mejorar la carrera de la enseñanza.  La buena compensación es parte de esto.  Los sueldos, la atención médica y la jubilación deberían estar a niveles que verdaderamente atraigan y retengan personal de calidad en puestos que son muy exigentes físicamente, intelectualmente y emocionalmente.

También deberíamos invertir en las iniciativas que hagan una diferencia, como mejores programas de preparación, programas de mentores y desarrollo profesional de calidad.  Y deberíamos tratar a los maestros como profesionales, no simplemente como instructores que preparan a los alumnos para tomar exámenes, como ocurre cada vez con más frecuencia con la ley llamada "Que Ningún Niño Se Quede Atrás" ("No Child Left Behind" en inglés).

Al mismo tiempo que nos enfocamos en el tema de los maestros de calidad y su función en la sala de clase, también deberíamos trabajar para mejorar la diversidad dentro de la carrera de la enseñanza.  Una mayor diversidad entre los maestros permite alcanzar metas educacionales significativas, tales como preparar a los estudiantes para el mundo del trabajo en el que entrarán, asegurarse que estudiantes de ambos sexos y todos los orígenes raciales y étnicos trabajen con gente con la que se puedan identificar, y asegurarse de que todas las escuelas tengan los recursos disponibles para entender las diferencias culturales y cómo éstas afectan los estilos de aprendizaje.

Si usted puede leer esto, déle las gracias a un maestro. Y si quiere ayudar a mejorar las escuelas del país, demos a todos los maestros las gracias y el apoyo que se merecen.

Better Diversity and Quality Teachers

Reg Weaver
President, NEA

May 3rd is National Teacher Day -- a day to honor America's classroom teachers.

When it comes to expectations, we have high ones for America's public school teachers.  We want them to help students to learn to read and write and understand math and science.  We want them to help students learn to think, analyze and create.  We want them to model and teach values such as hard work, respect and responsibility.

We want teachers to care.  We want them to see our child as an individual, and we want them to tailor instruction to how our children best learn.

America's public school teachers rise to the occasion in all of those areas.  But when it comes to investing our hopes and dreams into what teachers do, we should also be willing to invest in enhancing the teaching profession.  Compensation is part of it.  Salary, health care and retirement ought to be set at levels that truly attract and keep quality people in jobs that are physically, intellectually and emotionally challenging. 

We should also invest in the kinds of efforts that make a difference, such as better preparation programs, good mentoring programs and quality professional development.  And we should treat teachers as professionals, not just test prep coaches, as is increasingly the case with the so-called No Child Left Behind Act.

At the same time that we address teacher quality and the role of teachers in the classroom, we should also work to enhance the diversity of the teaching profession.  A more diverse teaching force advances significant educational goals -- preparing students for the workplace they will encounter, making sure students of both genders and all racial and ethnic backgrounds are taught by people they can identify with, and making sure every school has a ready resource for understanding cultural distinctions and how they affect learning styles.

If you can read this, thank a teacher.  And if you want to help improve America's schools, give teachers the thanks and support they deserve.

College Aid Cuts: Make Your Voice Heard

Reg Weaver
President, NEA

America's children need Drew Schnoebelen.

He's a senior at a state university in Idaho, and studying to be a high school teacher. With a growing need for highly qualified teachers in America, he will be a welcome addition to any school.

It hasn't been easy for Drew, and college students like him, to complete their degrees and enter the workforce. In fact, it's getting harder and harder for middle- and low-income families to get the financial aid necessary to attend college and earn a four-year degree.

At many universities and colleges, tuition has skyrocketed - in some cases there are double-digit percentage increases from one year to the next. In Drew's case, that means he'll be paying off $25,000 in loans once he graduates. That's a lot of debt for someone just starting out on a teacher's salary.

Also, Congress is debating legislation that might make it even more difficult by further cutting federal aid for higher education in this year's federal budget.

In the Pell Grant program alone, formula changes already mean 90,000 middle- and low-income students would no longer receive a Pell Grant and an additional 1.3 million would see decreases in their allocation. This decrease in assistance seems even more absurd when the average disbursement of the Pell Grant is only $2,400 - an amount that pays for only a fraction of a semester at most colleges and universities.

It's amazing to me that some members of Congress will in one breath expound on the need to make America's workforce more globally competitive and then turn around and vote to decrease federal aid to higher education.

By doing this, Congress is not just hurting Drew's generation, but creating a cycle that will be felt for generations to come.

Without federal student aid, many middle- and low-income families will not be able to provide their children with higher education, making it harder to get a good-paying job, making it harder for them to send their own children off to college.

Representative government requires participation. Unless we the people make our voices heard, members of Congress will continue to make choices that meet short-term political goals, rather than long-term economic and educational goals.

Let's make sure our voices are heard. Find out more at NEA's Legislative Action Center at www.nea.org.

It's time for Congress to really invest in our future, and make sure that students like Drew have access to higher education, so that America's economy can grow and succeed for generations to come.

Hagamos de 'Lea con NEA' un Evento Diario

Reg Weaver
Presidente, NEA

Los niños que leen y escuchan a otros leyéndoles tienen más éxito en la escuela y en la vida. Este es un hecho respaldado por las investigaciones y el sentido común de padres de familia en todas partes. Esta semana, más de 45 millones de estudiantes, padres de familia, abuelos, maestros, profesionales de apoyo en la educación, y otros están participando en el día de Lea con NEA ("Read Across America" en inglés) de la Asociación Nacional de Educación (NEA).

Pero el acto de leer no puede ocurrir en un sólo día. Los niños necesitan experimentar la alegría de leer cada día. Esto es más que una manera de ayudar a los estudiantes en la escuela. Las familias que leen son más fuertes. Las familias fuertes construyen comunidades fuertes. Una ciudadanía que lee y aprende toda la vida forma la base de lo que la generación fundadora quería para los Estados Unidos de América.

Lea con NEA es un ejemplo de los esfuerzos de la NEA para garantizar que cada niño tenga acceso a una escuela pública igual que las mejores escuelas americanas. Los eventos de Lea con NEA traen a la comunidad escolar a personas que generalmente no participan. Los eventos de Lea con NEA basados en la escuela y en la comunidad atraen a líderes de la comunidad, políticos, atletas, músicos y actores a contactarse con los estudiantes y las escuelas. Algunas de estas conexiones entre los líderes de la comunidad y las escuelas se convierten en esfuerzos continuos por estar involucrados en las escuelas durante todo el año.

De la misma manera, esto ofrece una oportunidad para resaltar lo que la NEA sabe que realmente funciona en la sala de clase. Son los mismos factores que padres de familia, maestros y profesionales de apoyo en la educación siempre han apoyado: una fuerte participación de los padres, maestros calificados y certificados, clases pequeñas que permitan la atención particular, y libros y materials diseñados con estándares altos - y expectativas altas - para cada niño.

Entonces este 2 de marzo - y cada día - tome un momento para leer con un niño. Visite a NEA.org para aprender como usted puede involucrarse en actividades en su área.

Let's Make Read Across America An Every Day Event

Reg Weaver
President, NEA

Kids who read -- and kids who are read to -- do better in school and better in life. It's a fact supported by research and the common sense wisdom of parents everywhere. This week, more than 45 million students, parents, grandparents, teachers, education support professionals, and others are taking part in the National Education Association's Read Across America day.

But reading can't be just a one day event. Kids need to experience the joy of reading every day. It's more than a way of helping students in school. Family reading helps strengthen families. Strong families help build strong communities. Reading and lifelong learning are at the core of our founding generation's highest aspirations for the United States of America.

NEA's Read Across America is one example of NEA's work to make sure every child has a public school as great as America's best public schools. NEA's Read Across America events bring others into the school community who might not otherwise get involved. School based and community-based Read Across America events draw community leaders, politicians, athletes, musicians and actors into contact with students and with schools. Some of those connections between community leaders and schools evolve into ongoing efforts to be engaged with the school year-round.

In the same way, it provides an opportunity to highlight what NEA knows works in the classroom - the same ingredients that are supported by research by parents and by teachers and education support professionals: strong parental involvement, qualified and certified teachers, small class sizes that allow for individual attention, and books and materials aligned with high standards -- and high expectations -- for every child.

So on March 2 -- and every day -- take a moment and read with a child. Visit NEA.org to find out more about how you can get involved in activities in your area.

La Cara del Presupuesto Federal

Reg Weaver
Presidente, NEA

Otra vez, ha llegado la hora de hablar del presupuesto federal en Washington, D.C. Los burócratas y los analistas políticos hablan de millones y mil millones de dólares en forma casual y ofrecen sus opiniones sobre el significado.

Lo que no mencionan es como la gente común está afectada sólo por un cambio de un número en una columna en una de las miles de hojas del presupuesto.

Como educadores que trabajan en las escuelas públicas todos los días, nosotros sabemos bastante bien como estas columnas de números pueden cambiar las vidas de los niños que enseñamos. El cambio de un "5" a un "0" puede significar aun más estudiantes en una sala de clase ya congestionada u otro año con los mismos textos escritos desde hace una década. Puede significar que un ayudante de maestro que presta ayuda a los niños con su lectura no va a estar presente el próximo semestre o que la clase semanal de música va a ser cancelada.

Los 2.7 millones de miembros de la Asociación Nacional de Educación (NEA) sienten esos cambios cada año. Por los últimos dos años, esto no ha sido fácil. Cada día los maestros y otro personal en las escuelas en todo el país me cuentan como esos números que se ven inocuos hacen daño a los niños con quienes se encariñan.

Yo sé que esta perspectiva sobre el presupuesto federal no es lo mismo que está presentando la prensa esta semana. Este gobierno va a decir que los fondos para la educación no fueron reducidos tanto en relación a otras áreas del presupuesto, pero los requerimientos federales difíciles para las escuelas tampoco serán reducidos. ¿Es esto todo lo que podemos ofrecer para el recurso más importante del país-nuestros niños?

Mientras sigue el debate sobre el presupuesto, los maestros, el personal en las escuelas y los padres de familia quieren que los oficiales recuerden lo siguiente: No es sólo la cantidad de dinero invertida en nuestras escuelas que importa, sino como se usa este dinero.

Para que este país tenga éxito en el futuro, debemos invertir en nuestros niños hoy. Esto significa invertir más recursos directamente en la sala de clase-el lugar donde aprenden los niños.
La Cara del
Presupuesto Federal

The Face of the Federal Budget

Reg Weaver
President, NEA

I

What they don't talk about is how people's lives are affected - all from the alteration of a single number in a single column in those reams of paper.

As educators, who work in publicly funded schools every day, we know too well how those columns can change the lives of the children we teach. The change of a five to a zero can mean even more students in an already-crowded classroom, or another year with the same 10-year-old textbooks. It can mean that a much needed reading aide won't be around next semester or that the weekly music class is cancelled.

The 2.7 million members of the National Education Association are forced to deal with those changes every year. For the past few years, it hasn't been easy. Every day I hear from teachers and school employees all over the country about how those seemingly harmless numbers end up hurting the children they care about so much.

I know that this doesn't sound like the same budget we have been hearing about this week in the news. The Administration will argue that education wasn't cut as much as other domestic issues, but the level of requirements won't be reduced either. Is this really the standard we should have for America's most important resource?

As the budget debate continues, teachers, school employees and parents want policymakers to remember this: It's not just how much federal money is invested in our schools, but how it is invested.

For America to succeed in the future, we must invest in children today. That means putting resources in the classroom. That's where children learn.

Social Security Reform:
Don't Forget the Unfair Rules
Hurting Hundreds of Thousands of Educators

Reg Weaver
President, NEA

Amid the Social Security reform talk of impending shortfalls, investment yields and transitional costs, it's easy to forget that retirement policy affects real people. For example, it has seriously affected Janice Quas, a woman who went to her high school prom in the late 1960s while her boyfriend went to Vietnam.

"But it's okay, because he came back alive," she says of the man who became her husband and father of their three children. After working as a stay-at-home mother, the two of them both decided to go back to school, and Janice became a teacher at age 38. She still teaches second grade today in Illinois.

Her husband recently passed away, leaving Janice heartbroken to lose her high school sweetheart. Her voice gets hard when she talks about the unfair discovery she made after his death.

"I found out that since I became a teacher, and pay into the state retirement system as a public employee, I am no longer entitled to all of my husband's Social Security benefits."

What Quas is experiencing as a widow and teacher is felt by millions of public employees all over the country.

The reason: arcane provisions in the Social Security law titled the Government Pension Offset (GPO) and Windfall Elimination Program (WEP). These laws were originally put in place to keep high-paid public officials and their spouses from "double dipping" by receiving the full benefits of both the national Social Security and state-backed pension programs that cover public employees in about half of the states. In practice, however, they have had the effect of denying lower-paid public servants the benefits they or their spouses have earned. For example, mid-career professionals moving from the private sector are dismayed to learn that becoming a teacher will mean the loss of Social Security they earned in their previous career.

As the President of the nation's largest teachers union, the National Education Association, I join Quas and millions of others who've dedicated their lives to working with children in asking the Administration and members of Congress to change the law so America's educators can receive the Social Security benefits that they deserve. Even before we consider any major overhaul of the Social Security system, simple fairness dictates that we fix this anomaly that punishes people for choosing careers in public service.

Practicando lo que Predicamos

Reg Weaver
Presidente, NEA

Todos conocemos el dicho, "Practica lo que predicas." Este es lo que la Fundación Tom Joyner está haciendo junto con la Asociación Nacional de Educación (NEA). La Fundación está donando $700,000 para crear un programa de becas. Este programa tiene el propósito de mejorar la calidad de los maestros donde más se necesita-en las escuelas públicas urbanas, rurales y suburbanas donde hay estudiantes minoritarios que enfrentan desafíos académicos.

Este programa permitirá tanto a los estudiantes universitarios calificados con especialización en la educación como a los maestros sin licencia que trabajan hoy en las escuelas públicas a tomar cursos en universidades con una gran población estudiantil afro americana para prepararse para los exámenes de licencia.

Casi un 40 por ciento de los estudiantes americanas son minorías, pero sólo un 11 por ciento de nuestros maestros son. El cerrar esa brecha debe ser parte del esfuerzo para cerrar las brechas en los logros académicos entre los estudiantes blancos y minoritarios-un elemento clave de nuestra estrategia para crear la excelencia en las escuelas públicas para todos nuestros niños.

Esta sociedad entre la NEA y la Fundación Tom Joyner es un ejemplo fantástico de cómo todos nosotros podemos ayudar a asegurar que cada escuela y comunidad ofrece oportunidades educacionales de calidad. No todos tenemos los recursos de la Fundación Tom Joyner o la red de contactos de una organización como la NEA.
Pero sí todos podemos identificar una necesidad y tomar acción - aunque sea a nivel pequeña - para mejorar las vidas de los niños.

La campaña "Lea con NEA" es un esfuerzo que usa la lectura todo el año para incentivar a los padres y a otros en la comunidad a involucrarse en las vidas de los niños. Cuando los padres leen con sus hijos-y cuando los hijos vean que sus padres leen-ellos tienen más éxito en la escuela en todas sus clases.

Haciendo el papel de mentor es algo que todos pueden hacer. Los adultos que se preocupan de pasar tiempo con los niños logran un gran beneficio educacional y social. Ellos no sólo mejoran las habilidades académicas de los estudiantes sino representan y les enseñan los valores que los jóvenes necesitarán para tener éxito en el trabajo y la vida, valores como el trabajo duro, el respeto y la responsabilidad.

Todos nosotros podemos ayudar a mejorar nuestras comunidades y construir un país mejor involucrandonos en las vidas de los jóvenes. Piense en como usted puede practicar lo que predica.

Diverse Educators Critical to Quality Teaching

Reg Weaver
President, NEA

As school enrollments continue to rise and more teachers retire, school districts across the country are valiantly trying to hire and retain enough high-quality educators to meet their needs. In increasing demand are teachers with math, science and special education backgrounds. But not enough attention has been paid to the critical need to recruit teachers with racially and ethnically diverse backgrounds.

Nationally, about 17 percent of public school students are African American and 6 percent of teachers are African American. Likewise, about 16 percent of public school students are Hispanic and 5 percent of teachers are Hispanic. In more than one-third of America's public schools, there is not a single teacher of color.

Issues of diversity are especially relevant today. Recruiting and retaining more teachers of color can be crucial to closing achievement gaps and ensuring all teachers are highly qualified.

NEA has joined with other education organizations in a National Collaborative on Diversity in the Teaching Force. In its recent report, "Assessment of Diversity in America's Teaching Force," the Collaborative examined the relationships among educational opportunity, educational achievement, teacher diversity and teacher quality. The Collaborative found that a diverse teaching force can be a resource for students and other teachers to help understand students with different backgrounds. It also found that increasing the percentage of teachers of color is directly connected to closing achievement gaps.

NEA and its partners in the Collaborative call for a variety of solutions, including early outreach to middle and high school students to identify those with an interest in teaching, reaching out to students attending community colleges, and helping those interested in teaching gain the knowledge and skills to become licensed.

We can't do it alone. States and school districts need to support teachers of color both in the pipeline and in the classroom.

The sad reality is that a child could go through his entire education without ever having a teacher who looks like me. This is not a reflection of the world or our communities, and it's certainly not a reflection of how we want our children to see the world.

Walking the Talk

Reg Weaver
President, NEA

You know the saying, "Put your money where your mouth is." That's what the Tom Joyner Foundation is doing in partnership with the National Education Association (NEA). The Foundation has committed $700,000 for a scholarship program to improve teacher quality where it's needed most -- in urban, rural and suburban public schools where minority students are facing challenges in academic achievement.

The program will enable qualified school of education students and unlicensed teachers currently working in public schools to participate in programs at Historically Black Colleges and Universities (HBCUs) designed to prepare them for licensing examinations.

Nearly 40 percent of America's students are minorities, but just 11 percent of our teachers are. Closing that gap must be part of any meaningful effort to close the gaps in student achievement between whites and minorities - a key element of our strategy to make public schools great for every child.

What is exciting about NEA's partnership with the Tom Joyner Foundation is that is an outstanding example of how we can all play a part in making quality educational opportunity the standard for every school and community. We may not all have the resources that the Tom Joyner Foundation has or the networking opportunities of an organization like the NEA. But we can see a need and take action - however small - to make the lives of children better.

NEA's Read Across America is a year-round effort to encourage parents and others in the community to be engaged in the lives of children in a celebration of reading. When parents read to their children - and when children see their parents reading - they do better in school in every subject matter.

Mentoring is something anyone can do. Caring adults spending time with children has enormous educational and social payoffs. Mentoring does more than enhance students' ability to learn. It provides opportunities to model and teach values young people will need to succeed in work and life, values like hard work, respect and responsibility.

We can all play a role in helping improve our communities and build a better America by getting involved in the lives of young people. Think about what you can do to walk the talk.

Reg's Ten Commandments for Public Education

By Reg Weaver, President
National Education Association

Commandment Number One: Thou shalt not claim that a single piece of legislation can solve all of the problems facing public education — especially when it's underfunded by billions of dollars. We educators aren't stupid. We know the difference between real school reform and a law that's actually punishing and weakening public schools across the country, while claiming to do the opposite!

Commandment Number Two: Thou shalt not determine a student's entire future based on one set of one-size-fits-all tests! There is a whole range of education techniques, innovations, and measurements that should be used together to make sure that each child can read, write, think critically, and be productive. We teachers know them — and thou shalt use them!

Commandment Number Three: Thou shalt not establish a set of standards without input from the teachers who are actually going to have to teach them! Or without giving them the help and the resources they need to meet them! Or without aligning them with the curriculum!

Commandment Number Four: Thou shalt not claim that children are America's top priority when 20 percent of our nation's children are born into poverty, 15 percent have no health insurance, and eight children are killed by gunfire every single day.

Commandment Number Five: Thou shalt not spend more money on prisons than on schools. The more great public schools we have, the fewer prisons we'll need. Educate, so that we don't have to incarcerate.

Commandment Number Six: Thou shalt not kid thyself that paying teachers and support staff a measly salary is in any way going to attract and retain the kind of folks we want working with our kids. Thou shalt support current and future teachers and support staff — not insult them.

Commandment Number Seven: Thou shalt honor education support professionals — the people who drive the buses, clean the hallways, serve the lunches, counsel the students, take the attendance, nurse the injured, assist in the classrooms, and run our nation's schools with dignity and dedication and grace. ESP stands for "extraordinarily spectacular people" — don't you ever forget it.

Commandment Number Eight: Thou shalt honor thy teachers, too, not bash them — especially when thou hast never walked a day in our shoes yourself. Thou shalt not claim that anybody can teach just because they have a pulse and a bachelor's degree.

Commandment Number Nine: Thou shalt recognize that in order for a child to be well-educated and a school to succeed, everybody has got to be involved. Communities can't just send their kids off to kindergarten, then come back 12 years later and find a bunch of Einsteins! Public schools require just that — the public!

Commandment Number Ten: Thou shalt remember that our public schools are critical for homeland security. A free, safe, and democratic society requires a well-educated population. Public schools must not be demonized, privatized, or voucherized. Public schools must not be sold to the highest bidder. Instead, we've got to invest in them.

If there is enough money to bail out the airline industry…

If there is enough money to stage a multi-billion dollar war in Iraq...

...then there's certainly enough money to invest for great public schools!

So there you have it, my friends -- Reg's Ten Commandments that will make a truly extraordinary difference for children and public schools all across America!

Solution isn't that simple

Reg Weaver
President, NEA

When common sense and research meet, they should provide guideposts for action. Parents and teachers have long understood the value of parental involvement, teacher quality and class size from direct experience. Numerous research studies confirm the impact those factors have on student achievement. And public opinion recognizes that after parental involvement, teacher quality and class size make the biggest difference in how much students learn.

Unfortunately, policymakers too often look for the flashy, cure-all remedies when what is needed is a comprehensive approach that takes into account all of the factors that address teacher quality. Again, research confirms what common sense suggests — that schools must address a range of issues, such as teacher preparation, entry-level requirements, ongoing evaluation and professional development, and compensation to get the type of teachers that parents want and students need.

Every year, well-intentioned people issue reports or proposals to address teacher quality. But the National Education Association and its affiliates are involved in taking on these issues every day — before school boards, state boards of education and legislatures. We've been at this work since 1857, and we will continue as long as we exist.

Proposals to pay some teachers more than others do nothing to motivate all teachers and simply create a competitive environment, in contrast to efforts that foster teamwork among teachers and achieve the goal of a qualified teacher in every classroom. Proposals to make it easier to fire teachers do nothing to address the challenges schools face in attracting qualified teachers to take their place.

We can and must take steps to attract and keep smart, energetic and committed people in the teaching profession. And we must also work to address other issues that affect student achievement.

Students can't learn when they are hungry or sick. Expanding access to nutrition and health care programs are essential parts of education reform. Low-income students are less likely to participate in developmental child care programs and all-day kindergarten. Both have proved effective in promoting long-term educational achievement. Helping young parents understand how they can help their children by reading to them and staying involved in their academic lives can also make a huge difference. The need to boost parental involvement argues less for a government program than for better communication between parents and teachers.

It's clear what won't work — more finger-pointing and simplistic solutions. Teachers and parents must work together. Schools and communities must work together. And policymakers must listen to the views of teachers and parents.

If we all do our part, we can make public schools great for every child.

Reform Law is Flawed 

Reg Weaver
President, NEA

The National Education Association has always been dedicated to the goal of leaving no child behind. We have tirelessly advocated for measures that would improve student achievement. Therefore, it should come as no surprise that we support the stated intent of the No Child Left Behind Act (NCLB). Our concerns are that the impractical implementation requirements of this law are as detrimental to its success as is its lack of funding.

As an example, under the law's "Adequate Yearly Progress" (AYP) provision, all children are expected to learn the same information at the same rate. Parents know that each child learns in an individual way. It is illogical and impractical to expect every child to have the same skill and ability or be expected to learn and achieve at the same rate.

There is no one-size-fits-all prescription for student achievement. Teachers are trained to assess their students by utilizing a variety of assessment tools. They not only determine the best ways to teach students, but also help determine how much students have learned and retained. Unfortunately, the AYP provision amounts to a single, high-stakes test to determine the success of the student, the teacher and the school.

This one example emphasizes why the NEA proposed critical amendments to the law. Our proposals will provide flexibility to states in identifying and targeting schools that need the most attention, reduce reliance on a single test as a measure of a student's achievement, define requirements of a highly qualified teacher that close loopholes and grant states flexibility, and require Congress to fully fund this law.

The NEA looks forward to joining states and localities in challenging provisions that force districts to spend billions of dollars to implement these underfunded mandates.

The administration proposes a cut of $1.2 billion for K-12 schools while imposing additional mandates. At the same time, from coast to coast, cash-strapped states are laying off teachers and other school employees, and cutting student and teacher programs.

Funding is fundamental to reform. Had there been resources to support education reform, the goals of NCLB would have been a reality long ago. By fixing and funding NCLB, we will ensure that Congress keeps its promise, and we will ensure great public schools for every child.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

The Problem We All Live With 

Reg Weaver
President, NEA

History has a way of sneaking up on us. It is hard to believe that the 50th anniversary of the Brown v. Board of Education decision-the landmark ruling mandating racial equality and equal opportunity in education-will take place less than a year from now on May 17, 2004.

It has been half a century since Supreme Court Justice Earl Warren shattered the status quo with his words: "In these days, it is doubtful that any child may reasonably be expected to succeed in life if he is denied the opportunity of an education. Such an opportunity must be made available to all on equal terms."

But today children in our country are still exposed to vastly different and unequal educational opportunities simply by accident of birth and place of residence. The harsh realities of separate and unequal education persist.

In fact, as a result of segregated schools and substandard facilities, overcrowded classrooms and uncertified teachers, outdated books and underfunded budgets, millions of children are being denied a quality education. Millions of children are being left behind, especially in big-city classrooms and rural schoolhouses all across America.

For many Americans, the defining image of the historic Brown v. Board decision is that of a small, Black girl walking to school behind four federal marshals through a gauntlet of racist adults screaming hateful words at her.

In 1964, Norman Rockwell immortalized the courageous walk of six-year-old Ruby Bridges in his painting, "The Problem We All Live With." Rockwell knew then what we must acknowledge now-that the "problem" of ensuring a quality education for every child is not simply a matter of "Us" versus "Them." It is one that will take all of us to solve.

We should celebrate Brown v. Board on its golden anniversary for the same reason we celebrate the Declaration of Independence, the Emancipation Proclamation, and other great documents in American history. They are triumphs of the human spirit.

But our celebration will be a hollow one if we do not insist that our elected officials put an immediate end to the inadequate and unequal funding of public schools that serve poor children.  The richest nation in the world can afford to provide every child with a quality public education.

And if our elected officials refuse to honor the fundamental right of all children to a quality public education-one that is adequately and equitably funded-then we will have to do what our brothers and sisters did in the 1950s and 1960s. We will have to sound a call to action. As Martin Luther King,  Jr. wrote from the Birmingham jail, there comes a time when we must  "create such a crisis" that justice will be done.

If Americans of all races follow in the footsteps of a six-year-old child and act as courageously as she did, we will make history, again. We will bury for good "the problem we all live with," right alongside slavery and Jim Crow.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

What a Sacrifice 

Reg Weaver
President, NEA

Marian Wright Edelman, president of the Children's Defense Fund, said, "Democracy is not a spectator sport."   I would add that education, democracy's foundation, is not a spectator sport, either.  And parents and teachers in Oregon have demonstrated that they will not be spectators in the education of their children. 

The Register-Guard in Eugene, Oregon, recently reported on efforts of parents who were hosting fundraisers to pay for a math teacher at a local school.   Math classes are jeopardized because the current math teacher is retiring ... and there's not enough money to hire another.  The parents and teachers decided to give their blood to fund the position.  Literally. 

After realizing that bake sales wouldn't raise enough money-salary and benefits are $73,000 for one teacher for one year-parents and teachers are selling their blood plasma to get closer to their fundraising goal.  Some have given their blood plasma up to the maximum allowed: five times in three weeks.

Fundraising isn't all that concerned citizens are doing to bridge budget gaps.  Teachers in Portland, Oregon, are teaching two weeks without pay.  In Tulsa, Oklahoma, parents and other community members are becoming volunteer substitute teachers. 

When it comes to education funding, it's parents and education professionals who are scrambling to cover budget shortfalls.  Far from paying for school "extras," parents are providing resources for basics such as school supplies, toilet paper, and, yes, teachers' salaries. 

Actually, this is not surprising: parents, teachers, education support professionals, and community members continuously demonstrate their deep level of pride in and commitment to public education.  Most parents will make any sacrifice to ensure that their children receive a quality education.   And while these incidents are heartwarming and inspiring, parents and education professionals shouldn't have to make these sacrifices-not in the United States of America.  

In many states, public education is subsisting on a bare bones budget.  According to the National Conference of State Legislators, most states have had to contend with three years of deficits.  States have yet to close a gaping $21.5 billion budget gap this year and are struggling to implement the under-funded mandates of the No Child Left Behind Act. School districts, starved of funds, are increasing class sizes, truncating the school year, and laying off teachers and support professionals to try to make budget ends meet.

Parents agree with education professionals about what works: quality teachers, small class sizes, high standards and shared accountability, parental and community involvement, and adequate and equitable funding.

So where are the politicians?

Many politicians say they want the same thing that parents want-a quality public education.  But their actions have spoken much louder than their words.  Our children have a right to a quality public education-democracy's foundation.  And we shouldn't have to oblige our communities to sell their blood to keep democracy's promise.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

Reversing a Shameful Retreat

Reg Weaver
President, NEA

During the 1990s, when tax revenues were rolling in and budget surpluses were piling up, every policymaker in America declared his or her unwavering support for education and children. The forces to improve education were on the march.

But now, at all levels of government, we see those commitments are being abandoned, the policymakers are in retreat, and education budgets are being cut back.

As the Indianapolis Star said recently: "We can't ask educators to meet high standards at the same time we hand them a budget that forces teacher layoffs, increases class sizes and cuts in academic programs. Demand more but pay less doesn't work..."

At a time when class sizes should be shrinking so teachers can devote more attention to each child, class sizes are being increased. We should be hiring more teachers to meet the needs of the growing student population, but teachers are being laid off. We should be raising standards for entry into the teaching profession right along with academic standards for students, but influential voices are urging that teacher standards be lowered.

It's shameful. The richest nation in the world can afford to provide every child with a quality education, but policymakers have chosen not to do so. There really is no excuse. The next time you see another headline announcing that more teachers have been laid off, consider this: The tax cuts now being polished in Washington will give $80,000 to each family whose income averages more than $1 million a year. "Leave no child behind"? "Leave no rich person behind" is more like it.

To govern is to choose. During this budget crunch, politicians tell us that their hands are tied. But in fact they have plenty of choices. There are the billions being spent on tax breaks for the rich and subsidies for corporations. There are billions more being spent in Afghanistan and Iraq. But when it comes to investing here at home in measures that we know will improve student achievement-smaller class sizes, better pay and professional support for teachers, and modernized school facilities-we are told, "Sorry, there's no money left."

What's more, our tax system has become increasingly regressive-relying more and more on those least able to pay. But again our political leaders have choices. They can close corporate tax loopholes and increase the income taxes paid by people who can afford to pay more. And we can put that revenue to immediate use improving student learning.

It is not choices the policymakers lack, but courage-the courage to match rhetoric with resources, the courage to do right by America's children.

As educators and advocates for children, we know that Martin Luther King was right when he said: "A time comes when your silence won't protect you." And instead of turning our backs in disgust on politicians and politics, we must get more involved than ever in the political process. It's our country too, and we must reclaim it.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

Diversity's Opportunity

Reg Weaver
President, NEA

Most parents prize the diversity within their children’s public schools. They know that learning to cooperate and excel in a diverse, real-world setting is a key to success in the 21^st-century workplace and marketplace.

But how "diverse" and "real-world" is a school that does not have any minority teachers? The bad news, today, is that some 40 percent of America's public schools have no teachers of color. The good news is that we have an opportunity to recruit and encourage more Americans of color to enter the teaching profession. And our success in doing so can have a powerfully positive impact on student achievement.

Obviously, a teacher's effectiveness depends, first and foremost, on his or her skills and high expectations, not on the teacher's color. Yet we also know that children of color — 40 percent of the student population and rising — benefit in important ways by having some teachers who look like them, who share similar cultural experiences, and who serve as role models demonstrating that education and achievement are things to be respected. 

Bear in mind that teachers do not teach only facts and "content." They also model appropriate behaviors and teach by personal example. And for many children, the teachers and other adults in their school are the most important authority figures outside of their home. 

So it is important to expose children to a diverse teaching staff — and to diverse role models — within each of our schools. Where we have an urban school with an all-minority staff or a suburban school with an all-white staff, we are giving students a stunted educational experience.

Issues of diversity are especially relevant today, as public schools are redoubling their commitment to raising standards and closing achievement gaps. We need to seize every opportunity to boost the achievement of poor and minority students. I believe — and an impressive body of research confirms — that recruiting and retaining more minority teachers can be crucial to our success.

NEA has made it a core strategic priority to increase the recruitment and retention of teachers of diverse backgrounds. Beyond NEA's own programs, we are joining with other organizations to create the National Collaborative on Diversity in the Teacher Workforce. 

But we can’t do it alone. States and school districts need to develop programs to assist teacher's aides — large numbers of whom are minorities — to advance their education and become fully licensed teachers. Other programs can reach out to minorities still in school, offering encouragement and incentives to enter the teaching profession. At the same time, states must ensure that high-stakes tests do not bar promising minority candidates from entering the profession.

As we approach National Teacher Day on May 6, I encourage you to join with NEA in honoring the work of teachers and encouraging Americans — especially Americans of color — to consider a career in teaching. I challenge you to step up to the most rewarding and important job you will ever have.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

A Better IDEA

Reg Weaver
President, NEA

For 28 years, the Individuals with Disabilities Education Act (IDEA) has opened school doors to more than 6.5 million children with special needs, with great results: high school graduation rates steadily increased during the 1990s and most parents rate their schools as good or excellent in providing the help their children need. Best of all, most parents rated the skills and quality of special education teachers as good or excellent.

Congress has begun the task of reauthorizing IDEA. Washington's last attempt at education reform via reauthorization legislation — the Elementary and Secondary Education Act, known now as "No Child Left Behind" — resulted in an act that falls far short of its laudable goal to leave no child behind. Here are my better ideas for IDEA:

First, we urgently need to decrease the crushing amount of paperwork required of teachers. Special educators spend 250 percent more time on paperwork than do general educators. By shrinking caseloads and class sizes for special educators and reducing administrative demands, we can free teachers to focus on what they do best — teaching.

Second, we should also clearly define the requirements of a qualified teacher. The "No Child Left Behind" law failed to do this adequately. A teacher with two master's degrees and 35 years of experience as a special educator may not be considered "highly qualified" under the law. In California alone, 40 percent of special education teachers may not meet the "highly qualified" definition, a grave situation for a state already facing the specter of mass teacher layoffs in a subject area with teacher shortages.

The most important step we can take is to fulfill the federal government's promise to pay 40 percent of the cost of educating children with special needs. Mandatory services should require mandatory resources. At the current 18 percent funding level, this creates a burden on already cash-strapped local communities now compounded by the "No Child Left Behind" funding shortfall. No community should be forced to choose between educating children with special needs — required by law — and educating general education students.

All our better ideas for IDEA are lost, however, by imposing vouchers, which drain public money from public schools. Accepting vouchers would force parents to trade services and cede legal protections for a cold mess of pottage — a subsidized free pass with no oversight, no accountability and no redress. Unlike public schools, private schools don't have to comply with IDEA's provisions, and parents have no grounds to challenge private schools to ensure that they do. Common sense should trump ideology. The highest quality education and services for children with special needs are provided in the public schools.

IDEA has helped millions of Americans live full and productive lives by developing the talents and abilities of special-needs children. We have a great opportunity before us. Let's use better ideas to get IDEA right the first time.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

States of Crisis

Reg Weaver
President, NEA

State governments are being hammered by the worst fiscal crisis since World War II. So when the nation's governors came to Washington for their annual winter meeting last month, they issued a bipartisan cry for federal help. At the very top of their agenda: an urgent plea for Washington to keep its promise to fund expensive mandates in special education and in the new federal education law.

I sympathize with the governors. They are sailing into the perfect storm: plunging tax revenues, soaring health care expenses, and the exploding cost of federal mandates. As a result, states are facing budget deficits that are expected to reach $80 billion in the year ahead.

Unlike their counterparts in Washington, though, state leaders cannot put off hard choices. Painfully and reluctantly, they are taking sledgehammers to their public schools. Many states are raising class sizes and cutting teacher positions. In New York City alone, up to 2,700 teaching positions would be eliminated. In Oregon, weeks of instruction are being lopped off the school year, and many other states are cutting back to four-day school weeks to cut costs.

When Congress passed the new federal education law, it promised an increase in funding to give high-poverty public schools a fighting chance to meet the higher standards required by the law. But now Washington has reneged on that promise. Funding for the new federal education law falls short by $11 billion. Funding for special education is shortchanged by an additional $11 billion. Our elected officials have passed the buck-the lack of bucks-to the states.

After the governors' dinner at the White House, Pennsylvania Gov. Ed Rendell said, "President Bush was honest and frank. He told us there's no money for anything." Yet that same week, Washington offered upward of $26 billion in new grants and loans to Turkey, and the House began action on $726 billion in new tax cuts.

Frankly, I am concerned not just with the budget gap, but also with the credibility gap. When Congress passed the new federal education law, for example, it pledged that by the spring of 2006 (just three years from now!) every public school teacher will be fully certified and "highly qualified." But one year later, where is the progress? There are still some 200,000 noncertified teachers, most of them in schools serving poor, minority, and immigrant children-the children left behind.

America's governors are wrestling with the gritty challenges of implementing the new federal education law. To get the job done, they have set aside partisanship and bickering. It is time for our political leaders in Washington-Democrats and Republicans alike-to do the same. If they are serious about leaving no child behind, then they also must be serious about leaving no teacher unqualified-and no mandate unfunded.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

Pathway to the World

Reg Weaver
President, NEA

The late Carl Sagan said this about reading: "Frederick Douglass taught that literacy is the path from slavery to freedom. There are many kinds of slavery and many kinds of freedom. But reading is still the path."

And there are lots of guideposts along that path.

Reading is the foundation upon which intellect and imagination take shape. It is a complex task that engages 16 different portions of the brain simultaneously, unlike talking, which uses less than half as many portions of the brain.

Yet reading instruction sometimes stirs up a hornet's nest, because of the many paths that individual children take as they learn to read.

We support a balanced approach to reading instruction, because we know that no single way to teach all children exists. For some children, identification of the words on paper is most important, but for others, learning the phonemes-the sounds out of which words are made-is most important. And for other students, what works is a mix of both.

Educators do a fantastic job of guiding young readers by assessing reading skills and providing encouragement. With older readers, teachers don't just rely on book reports to generate discussion: they engage their students using book clubs, author studies, and even "literary cafes."

Librarians are also invaluable allies to reading instruction. They not only create spaces for reading, but also teach students crucial research skills for navigating bookshelves and the Internet. What's more, they are experts at recommending just the right book to complete an assignment, project, or personal enjoyment.

Of course, among the most crucial guides along the reading path is parents.

Working with teachers, parents should reinforce what's learned in school. Research shows that reading to young children regularly and ensuring that reading materials are readily available for children of all ages are crucial to reading and academic success. And when the homework is completed, parents should balance their children's television viewing and computer games with reading.

Also, let's not neglect the importance of our communities to support reading. Research shows that students who live in places that have an abundance of books in public libraries and overall easy access to books show higher academic achievement.

Communities nationwide will be in the spotlight on March 3rd. "Read Across America," a campaign developed and launched by NEA, is a fun step along the path to a nation of readers. No matter how individual students learn how to read, practice makes perfect for academic success and critical thinking.

Simply put, research proves what common sense makes plain: students who are avid readers are better students.

Reading shouldn't be a precarious path but a joyful journey. Nothing is more magical than the gift of reading-the simple, yet profound act that can take us around the world in the turn of a page. And guiding a child's path to the world is a responsibility we all share.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

The Big Bite

Reg Weaver
President, NEA

Over the years, local governments across the country have been playing Santa Claus-giving corporations very generous tax breaks.

These gifts are intended to encourage the corporations to invest in your city or county and not someone else's. But it is not clear if the economic benefits derived from the subsidies exceed their costs. More research is needed. What is painfully clear, however, to a growing number of school board members and educators is that these corporate property tax breaks are taking a big bite out of public school revenues. Billions of dollars a year are now lost to school districts across the country as a result of corporate property tax breaks. It's an unintended consequence of economic development subsidies.

Tax abatements and tax increment financing (TIF) are the two main subsidies given. Enabled and regulated by states, they are implemented by local jurisdictions.

Abatements exempt all or some of the value of a company's property for a specified period of time-usually 10, 20, or even 30 years. TIF is a stealth subsidy based on a diversion of property taxes to support the development of a designated area.

The problem for a school district is that economic development brings more children. This leaves the district with two choices. Either cram the additional children into the existing schools, increasing class sizes, or build additional facilities and hire more teachers by raising the tax rate on homeowners and small businesses-never a happy prospect.

Schools and children are especially vulnerable to property tax abatements and diversions because local property taxes remain the single largest source of funding for public education.

We know what it takes to create an excellent school: quality teachers and support professionals, small class sizes, textbooks and computers, and modern school facilities which signal to every student that what happens here is important. We also know that these things require adequate funding.

Corporate tax breaks are shortchanging our schools. And come budget-cutting time, these tax-based subsidies are less visible than outright appropriations, and therefore are less likely candidates for the chopping block. But out of sight is not out of mind. It is time to shine the spotlight of public scrutiny on these corporate property tax breaks. There is no such thing as a "free" subsidy. Either the unsubsidized taxpayers or the children pay.

More states should follow Florida and Maryland's lead by shielding school revenues from the effects of abatements and TIF.

After all, it is our children, not the corporations, who need a break. Our children deserve the best. Educating every child in America to the fullest extent of his or her potential is not only a moral imperative-it is an economic necessity. We must decide whether we want to benefit from what our children become or suffer due to their neglect.

Every day our children's minds are developing and their characters are being formed. They cannot wait. Let us give our children the gift that keeps on giving-an excellent public education-and let us give it now.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

The Zero-Percent Solution?

Reg Weaver
President, NEA

If you want to discover the difference between superb public schools and struggling public schools, follow the money. For example, Connecticut spends nearly 50 percent more per student than Mississippi. Guess which state has a proven record of excellent public schools? Suburban school districts often pay teachers significantly more than inner-city districts a few miles away. Guess which schools are able to attract highly qualified teachers-and which schools must resort to hiring noncertified teachers?

It's just obvious, isn't it? Adequate, equitable funding is the foundation on which excellent public schools are built. The new federal education law clearly acknowledged the link between funding and quality. It promised major new funding to give high-poverty schools a fighting chance to meet the higher academic standards required by the law.

Now, however, Washington is proposing to back away from this commitment. The Administration has proposed what amounts to a zero-percent solution: no new funding. Congress has been instructed to freeze overall federal education spending at last year's levels. Funding for the new federal law, the Elementary and Secondary Education Act, would actually be cut by $90 million. Forty education programs-including dropout prevention, school counselors, and rural education-would be eliminated.

At the heart of the new education law is its promise of a "highly qualified" teacher in every public school classroom by 2006. This is an extremely ambitious goal, given the nearly 200,000 noncertified teachers now concentrated mostly in schools serving poor, minority, and immigrant children. Yet the Administration has proposed cutting funding for teacher quality programs. How can this be?

Late last year, a delegation of governors met with the Administration. They pointed out that their state budgets are already in crisis and that the Administration has proposed zero new dollars to fund the expensive mandates in the new law.

Allow me to offer a suggestion: Under the new law, the federal government requires that states report once a year to determine whether schools are making "adequate yearly progress" on the academic front. I say that every year we should also have a second report. This second report will assess whether our leaders in Washington are making "adequate yearly progress" toward achieving school funding that is adequate to provide the quality ingredients every school needs, including highly qualified teachers and support professionals, small class sizes, modern facilities, and more.

In other words, instead of just measuring outputs, we also need to be measuring inputs. This is just common sense. Because it makes no sense to hold schools accountable when their resources are utterly inadequate and glaringly inequitable.

The zero-percent solution offered by Washington is not a credible solution. It is a broken promise-with tragic consequences for children.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

Promises, Promises

Reg Weaver
President, NEA

When Washington proposed a revolution in America's national defense and homeland security, it backed up that proposal with tens of billions of dollars of new funding-and rightly so. But when Washington proposed a revolution in American public education, it did not back up that proposal with the same level of support.

A strong defense and quality public education are both essential to our national security. But when it comes to education, Washington falls short of what is required. There's nothing wrong with pronouncements and promises, but where are the resources behind the rhetoric of reform? At best, the revolution in education remains a promise on paper.

Consider if Washington funded national defense and homeland security the same way it funds education. Just imagine if we sent our military to fight battles with starving troops and outdated maps. What if we planned to make our skies safer by forcing air marshals to solicit cash donations from the passengers for basic equipment?

Or, instead of improving security at airports, what if we decided to forgo airport security altogether, slash pilot pay by 90 percent, describe air transportation as a failing system, and offer vouchers to every 20th passenger good for half the price of a charter flight?

Could we even imagine Washington leaving its work incomplete, deciding to delay the homeland security budget until some time next year? Would Uncle Sam, hat in hand, turn to the states and beg for the resources to feed his army, particularly now that virtually every governor presides over a state that is in fiscal crisis?

These ideas seem preposterous, don't they? Of course they are-and we wouldn't stand for it. And yet, we find it all too easy to dismiss our responsibilities when it comes to education.

Many teachers are pressured to make miracles happen daily so that their students aren't shortchanged by a lack of resources. But with the proper resources, we can equip every school with the crucial ingredients that our best public schools already have: highly qualified and fully certified teachers and support professionals; modern, well-equipped facilities; and small class sizes for effective teaching and learning.

Homeland security is more than just providing additional X-ray machines in airports; it's a commitment we have made to best defend our nation. If we truly want to revolutionize American public education, then we must be unafraid to ask: what is the full cost of that revolution?

We haven't hesitated to pay the bill for our immediate homeland security; let's not balk at the bill for the most important weapon to ensure the long-term security of our nation's homeland: a quality public education for all of our children. An educated America is a secure America.

Reg Weaver

President, National Education Association

1201 16th Street, N.W.

Washington, D.C. 20036

(202) 822-7200

Counting Our Blessings

Reg Weaver
President, NEA

Free, quality, public education are four of the sweetest words in the English language. For me, they mean high expectations, quality teachers and education support professionals, the latest technology and modern facilities-a school system that is well-funded.

I agree with John Adams, who said over 200 years ago: "The whole people must take upon themselves the education of the whole people and be willing to bear the expense of it."

Public education is the great equalizer. In our public schools, it doesn't matter who you are or where you're from; it doesn't matter the color of your skin or your religion, if you are rich or poor, or even if you can't speak English. Public schools will accept you-and the teachers and staff will educate you.

Public education is about the sons and daughters of ordinary Americans becoming the first in their families ever to attend college.

But in spite of all of the positive accomplishments of public schools, public education is under attack in a manner that is unprecedented. Those with an agenda to voucherize and privatize public education charge that public education is "a system in collapse." Americans, however, remain staunchly loyal to public schools. They have not deserted public schools in droves, as the Chicken Littles predicted. Nine out of 10 children in the United States today attend public school.

What's more, a quiet revolution in achievement is underway in our schools.

• The proportion of 4th, 8th, and 12th graders reaching the two highest levels of achievement in reading has increased steadily since 1992 and hit the highest point ever in the latest National Assessment of Educational Progress (NAEP) reading tests.
• Math scores have increased for all age groups on NAEP tests, and the proportion of students reaching the highest two levels of achievement in math has doubled for grade 4, increased 80 percent for grade 8, and risen 41 percent for grade 12.
• More students are taking tougher courses than ever before: The percentage of students who completed a core academic curriculum of 4 years of English and 3 years each of mathematics, science, and social studies has increased fourfold since 1982.
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